Chapter III: Part ONE: The Teacher (2)

The teacher who delights in the beautiful will find himself easily winning the interests and attention of his pupils. Children are born admirers of the beautiful.

“Constitutionally, he functions æsthetically just as really as he does socially, although not to the same extent. Very early in his history he manifests delight in beauty. The nature of these reactions will be explained as we proceed with the chapter. Because of them, education calls for the development of this aspect of the child’s nature, and ethical culture demands its moralization. Morality is especially concerned with æsthetic development, since there is an intimate relation existing between the beautiful and the good.”[6]

No teacher can have an appreciative love for all that is beautiful and good and not love children. The most beautiful thing in all the world is the unfolding life of a child. Who has not stopped by the side of the cradle and pushed aside a curl to look upon the face of a sleeping baby, whose long eyelashes are sweeping over cheeks aglow with beauty, the whole face portraying childhood’s charm. The first tottering steps of a child are deeply interesting. His gleeful prattle, his silver laughter are cheering to the most benighted. Could ever a human being think of becoming a teacher who does not love children above all else?

Every teacher should love and appreciate good literature and good music, and all that is beautiful in the arts. Whatever is cultural is æsthetic. The beautiful, the true, the good are all æsthetic and therefore profitable. Each day the teacher should renew and reinspire his soul and life by contact with all that surrounds him that is æsthetic. He must abhor wrong and love right. His character will then be strong and his life filled with success, joy and peace.

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Footnote 6:

Sneath and Hodges, Moral Training in the School and Home, p. 167.
Macmillan.

Willingness to Learn

A requisite absolutely essential to the teacher is open-mindedness. He should, of course, be stable; he should not be influenced by every theory and idea that comes to his attention in his associations and reading, but he must be ready and willing to learn. The teacher will grow by experience who can say, “I want to learn more,” but he will just as surely fossilize, if he thinks, “I know it all.” No mind can grow if it draws its conclusions only to be in harmony with those already framed. Sometimes, a pupil will suggest a thought, or even a truth, that has never come to the teacher’s attention. How much better it is to welcome the idea or truth, and so inform the pupil, than to ignore it even though it is of value just because it came from one who is inferior. The barefoot urchin may know secrets the teacher has never learned.

Worry

The happy quality of mind that shuns worry is well worth a teacher’s cultivation. Worry makes inroads into a teacher’s health. Sometimes, the unthoughtful teacher concludes that work is impairing health when in truth it is worry. It is true, many situations need careful consideration, but never worry. Worry never yet solved a difficulty. Cultivate a happy mood, resolve that where there is a will there is a way, and all the school problems will seem less difficult after that resolution.

Attitude Toward Criticism

Closely akin to worry is over-sensitiveness to criticism. The following anonymous article appeared in a college paper some time ago. It is apt and contains much truth. “‘Say nothing, do nothing, be nothing, then you will escape criticism’, goes an old saying. Could anything ring truer? The most maligned men and women are those who are doing the most and doing it in a conscientious manner. Analyze the person who boasts of never being criticised and you will find nothing. Some persons, to escape criticism take a middle course; first catering toward this side, then leaning toward the other. They call it tact; it is really moral cowardice. Others allow the shafts of criticism to break down their self-respect, their confidence in their own ability. This, too, is the wrong attitude. Criticism is a recognition that you are of sufficient importance to stimulate remarks from someone and besides, the right kind of criticism is always constructive. The other kind, oh, it comes mostly from the class who escape criticism.”

While the above is true it needs careful thought. It should not be forgotten that criticism is often justly given, and means that the ability of some one is not up to the standard or that they are failing to do their best. The teacher, however, who does his duty as he knows it best, need never allow criticism to give him any trouble or worry. It may mean only that he is doing something worth talking about.

Self-confidence

Some teachers possess all those elements that contribute to successful teaching, except self-confidence. Yet too much of that quality is more dangerous than helpful. Self-confidence in one’s work when the elements of preparation are lacking is foolhardy. When a teacher has given himself that preparation that he knows is necessary and has done his best to possess the qualities that should dominate a teacher, he has a right to have self-confidence. Not alone is it necessary that he should be self-confident, but it is highly essential that he should show it. He knows what he can do and he should expect good results; if he does this he can not miss success. Success crowns his work who has self-confidence in possessed ability.

Common Sense

Too often the teacher is admonished to practice common sense. This is an indefinite term and to many young and inexperienced teachers it means nothing. Should they wish to practice common sense they would not be able to do so, because they can not place a correct construction upon the term. The teacher who observed that one of the boys sat still in his seat and looked into space more than at his book, and then reprimanded the boy because he failed to learn his lesson, did not use common sense. Another teacher in the same high school observed the same boy, went to him privately and inquired in a friendly way, if there could be any wrong from which the boy was suffering. He was told by the boy that he was worrying because he believed he had tuberculosis and furthermore that his father mistreated him. This teacher used common sense, and also the much recommended “tact,” another indefinite thing. This teacher sympathized with the boy and sought to remove the obstacles. Success crowned the teacher’s efforts.

Another illustration may serve to explain the term, “common sense.” The teacher who scolded the boys for smoking cigarettes, and thereby won their ill will and intensified the habit, did not use common sense. Another teacher who won the confidence and good will of the boys and then confidentially explained to them the evil results of smoking, used common sense and tact. Did he succeed in getting all the boys to stop smoking? No. Nor is there any tactful teacher who will succeed with all, but he persuaded a great many of the boys to stop smoking. At this point so many teachers fail just because the first effort, or even continued effort does not save every boy. They condemn their methods and become discouraged. An evil as great as smoking can not be abolished in one year. Probably, it can not ever be entirely eradicated, but patience and faithful service will finally reach results almost incredible. These illustrations should serve to explain one concrete use of common sense and tact. The observant and thoughtful teacher finds instances every day where common sense and tact are used to advantage. It is the object of this Course, in the presentation of many tactful methods, to increase the teacher’s store of “Common Sense” plans of discipline.

Entering the Child’s Activities

It is, indeed, the discreet teacher who can place himself upon the level of the child. There is no teacher who can expect to render to the child the service due him, if he does not enter into his life. With propriety can the teacher be one among the children. A boy with the boys or a girl with the girls. It is imperative to enter into their interests. The suggestion to enter into the lives of the pupils, has furnished many a teacher with the means whereby he saved the wayward boy or girl. The teacher who places himself above the children, either in the grades or in the high school, by word and action, loses his influence for good and useful service. Such a teacher cannot be a true teacher. Many of the uplifting truths of his own life, if he may possess such, fail to impress his pupils. Children of every school age love the teacher who tactfully enters their activities and games—enters them in such a way as to forget that he is a teacher, and his pupils subordinates, but as if all are children having a good time. The Chinese sage, Mencius, said, “The great man is he who does not lose his child’s heart.” Big boys and girls always love and admire the teacher who can enter into their sports, games and athletic activities. It pays men teachers to have some knowledge of athletic sports.

Even a woman can do much in promoting athletic sports. The benefit is two-fold; first, the health of the teacher demands the exercise which athletics affords; secondly, the pupils can be much more easily controlled by the teacher who enters their sports and activities. There is a world of knowledge to be gained by entering into the child’s life. Needless should be the caution that the teacher should not allow himself to grow old in spirit. The teacher whose years may have reached the half century mark can still have “that youthful spirit” and that sprightly manner that will fire youth to its fullest activity. Such a teacher will never grow really old. Of him it may well be said, that he grows younger with the years until he reaches eternal youth.

Cheerfulness

It is often said that childhood is life’s happiest period. Where then is the teacher who comes in contact with child life daily, who cannot be happy, youthful and ever ready to bestow the cheerfulness, of a helpful life? The happy-minded teacher will never pass his pupils anywhere without leaving with them a sense of his kindly interest. He knows when to enter the child’s world to share his joys—and his are real joys—when to sympathize with him in sorrow. The teacher whose life has become bitter, and who no longer can be happy-minded and cheerful, should leave the profession. Everywhere is needed cheer; no place can be made better by gloom, but especially should a companion of children be optimistic.

Responsibility

Responsibility is an essential requirement of the teacher. He must be absolutely trustworthy. The teacher who shoulders his responsibility, will not neglect the least part of his work because he believes he is underpaid. Should he know that the welfare of a child demands his attention, outside of school hours, he should not fail to aid the child, though it be really no part of his school duties. The rights of the pupils will be guarded as sacred by the responsible teacher. He, too, will care for the property of the school as though it were his, and even more so, for he is entrusted with its care. The greatest safety for any school is a conscientious teacher under whom parents can place their children for moral, physical and spiritual instructions.

Courage

To be fearless in the performance of one’s duty is no easy matter. Least of all for the teacher. Often in a community, the school is the only active institution, during the school year. Its influence reaches every home in the community through the children. Its every activity is discussed by the well-meaning, as well as by the unthoughtful and unscrupulous, the latter often criticising without the slightest assurance that they are correct in their views. The teacher must stand by with a fearless attitude. It is assumed that he has done what he believes to be right—his own life being simple and his moral standards at least no lower than those of his patrons. The teacher must possess all the requisites of the true teacher to be able to stand against every view that may become current. He must even decide to his hurt in order to maintain the right when criticism and censure become slander and falsehood. A teacher must be himself, not an imitator. His decisions must be firm, yet kind. He must constantly hold in view the final end in every action, which end is best for the welfare of the child. A teacher who is fickle, doubts his ability, hesitates between opinions, is swayed by every criticism that comes his way, seeks advice from those who are not capable of giving it and finally deviates from the right, will not succeed. He cannot be fearless.

Sensible Dressing

It seems almost useless to say that a strong element in the teacher’s qualifications is his ability to discriminate carefully about his attire. A certain grade teacher, who, as far as her principal could judge, possessed every attribute that would constitute a successful teacher, was wholly uncultivated in her tastes regarding dress. So peculiar and often ridiculous was her attire that she became the laughing stock of the community and finally her pupils, though they respected her, made remarks about her appearance. She found her ability to control her pupils weakened. Aside from a sensible choice of dress, it is not to be overlooked that a teacher sets an example for neatness and cleanliness when he attends to the careful selection of his attire and then sees that his person and clothing are always neat, clean and well kept. A teacher cannot afford to dress so as to draw special attention to his clothes. He should follow the dictates of fashion as long as that is in keeping with good common sense. To women teachers, this is an important point. It is to be feared should a woman teacher follow every whim of fashion, she would have little time left for her actual duties. Plain, sensible clothing that allows freedom and ease becomes a teacher—man or woman.

The Teacher’s Home

It is well to say something about the teacher’s home, or if the teacher is boarding, something about his room. His immediate surroundings often reflect his personal tastes as clearly as does his attire. All eyes are on the teacher and his domestic policy cannot escape criticism. Not long ago in one of the foremost school communities of Ohio lived a principal of a high school whose home was little better than a hovel. A stranger called there one day and found the front yard very untidy, several calves were running loose there, while rubbish, such as barrels, broken dishes, tin cans and a profusion of coal ashes were in evidence. He was greeted by several children who, even to this lover of children, proved almost repulsive. Each child was dressed in filthy clothing, with face and hands unwashed and the hair matted with dirt. The father came next—a principal of a small high school—whose appearance was no better than that of the children. Instead of neat and cleanly attire, his clothing was ragged and soiled, not even put on properly. As the stranger spoke to the worthy principal he could look into a kind of shed room near the house, in which a woman, no doubt the mother of the children, was washing. She too, was unkempt and unclean. Her surroundings were so disorderly and unclean that health was in danger.

The stranger’s curiosity was aroused and by a clever investigation he learned that this particular high school was notorious, far and near, for its rude boys and girls. He learned that just about six weeks before his visit, thirteen of the high school boys had been before the Juvenile Court for various offenses, and that many more should have been summoned. This was an enormous percentage out of a possible enrollment of one hundred and twenty pupils. Could this principal’s untidy home and surroundings have played any part in this condition? Most certainly. Any teacher who will allow himself to live in such a home cannot without great injustice be retained as a teacher. Just as he allowed his surroundings to become so wretched he would allow those with whom he daily came in contact to become morally wrong. This man who cared nothing for the beauty of his home and its environment lacked those finer senses that make for useful lives. His influence was demoralizing. A teacher’s home surroundings and tastes are sure indices to his state of culture and refinement.

Work

No teacher whose labors are to be crowned with success and happiness, the results that count, must be afraid of work. Work is the secret of success. Its example tells. The teacher who can work willingly and cheerfully and who shows that he is happy when he has something to do needs never to complain that the pupils do not work. It is good for a teacher to give the impression that he does home work, studies gladly, is interested in every lesson that he hears, and knows his subject thoroughly. Such a teacher will have pupils who study with zest, who utilize their spare moments and above all, pupils who really are interested in their work.

A teacher must not approach any task in a half-hearted way, but with all the strength and energy he is able to command. Happiness and success and a helpful optimism come from active participation in life’s battles. The individual who likes work, likes play, likes to read, loves Nature, and thereby finds diversity and recreation in the activities of life will not find the work of the teacher too taxing. After a hard lesson in mathematics, a real, live novel—written by a modern novelist—will often rest the mind.

A walk after a hard day in school is restful.

The writer recalls a splendid, little, effective teacher who after a hard and successful day in the school-room would go with her pupils to hunt flowers, to row or ride, would often work in the garden, sometimes play baseball, and could indulge in a snowballing that sent everyone home with a feeling of good fellowship. She had some silver threads in her hair and her years numbered more than a half century, still her cheeks were ruddy and her eyes keen. She was young in spirit and the children loved her. Her efficiency as a teacher was never questioned. Many are the men and women who are making the world better because she trained them when they were boys and girls. Work interspersed with the proper exercise and recreation will _not_ injure any teacher’s health. Worry as a rule is the undermining force at work. The teacher who attempts to get along without exercise will sometime in his career, though not always at first, become a miserable failure. Exercise is necessary. It should be taken daily in the open air. Exercise and open air are two elixirs of youth. The teacher needs them.

The Teacher’s Health

There can be no question about a teacher’s health being of the greatest importance to effective and cheerful work. No fear as to health need be experienced by the teacher who takes plenty of exercise and gets out into God’s great out-of-doors for fresh air. There is no excuse for the teacher who is cross and mistreats the pupils and scowls at their every mistake or mischievous prank, and then justifies her attitude by saying, “I do not feel well.” It should be an infallible rule with every teacher to make no attempt to teach while ill. It is far better for a child to miss a day or two of school than to be subjected to the rule of a cross, peevish, fretful teacher. Only the teacher buoyant with good health should be allowed in the school-room. Little needs to be said about the many chronic diseases which are contagious, such as tuberculosis, and are easily transmitted to the pupils by infected teachers. It is a teacher’s plain duty to keep himself in good health.

System

The ability to have order and system in school work will go a great way toward making the work easier and more effective. Method and order are great time savers. A teacher is an architect. For every task there must be a plan. Each lesson must have its place. Each step its reason. A teacher who formulates and plans his work will accomplish much more than the teacher who relies upon circumstances to point out to him his method of procedure. To be careless, haphazard and aimless means to fail.

A teacher can learn a valuable lesson from studying any great factory where labor and time saving devices are employed. In addition to these, every means of system and order are used to secure the greatest effectiveness of energy put forth. Many an individual has acquired an education in spare moments, by putting system into his work, and thus saved time and energy which could be expended in securing an education. Unsystematic school work is a waste of energy. The teacher should have a time for everything, as well as a place for everything. Begin school on time, close on time. Regularity will bring good results. The slogan of many advertisers is, “Do it now.” Time lost can rarely ever be regained.

The prudent teacher will use studied methods—methods that apply to the lesson and class at hand. He who uses correct methods in the school-room will doubtless use right methods in his study, and further will practice regular habits in his life outside of the school-room. The regular habits of a teacher in all of his activities will always be reproduced in the work of his pupils.

It is true, that there are scores of “method books” claiming to give needed “directions” for every detail of school work. It is foolish for a teacher to rely upon such advice. Every so-called method is needful and helpful, but a teacher must study his class and his lessons and apply just such methods as his experience teaches him will secure the best and most lasting results. How often can one visit certain schools and note the effect of the weekly or monthly advent of the teacher’s paper. Such teachers have no tried methods of their own but each week or month they try out methods only to find many of them unsuited to their needs. Such procedures prevent continuous progress. They are like a ship without a rudder; they will finally run upon the rocks of failure.

It is easy for a teacher to develop a narrowness in his tastes that forbids him to seek proper variation in his work. The more devoted a teacher is the more he needs diversions quite disconnected from his professional duties. The freshness of mind gained by digressions from school routine is as necessary as the preparation of lesson material itself.

Discrimination

The ability to discriminate carefully is one of the teacher’s most valuable qualities. The discriminating and analytic mind is most indispensable to good teaching. To see things in their proper light, to place a fair estimate upon anything or any situation, to give due credit where it belongs and reserve an opinion as long as doubt remains, are needful qualities of the discriminating mind. Such a mind is broad and liberal. The small details of life will not over influence such a mind. It is able to discern between the trivial, the common-place, and the useful and valuable in every action. Deliberation is a fundamental antecedent of discrimination. The hasty mind jumping at conclusions, before every detail has been examined and weighed, often plunges itself into confusion. The discriminating teacher is able to rid himself of the bondage of annoyances and petty grievances and rise above difficulties, thereby gaining that magnanimity of spirit that leads to achievement and success.

Judgment

The ability to form a quick and impartial judgment and to act upon that judgment is even more important than to discriminate without bias. Perhaps, it is only another way of saying that one should be discriminating. Still, there is this distinction: a quick and clear judgment can only be reached by a discriminating mind. To lose sight of one’s own interests or one’s self is a basis for rare judgment. It is necessary to lay aside all prejudice to be able to discriminate so as to reach a clear and unbiased judgment.

Concentration

Concentration of mind and purpose go hand in hand with discrimination and judgment. The teacher must be able to concentrate his mind upon his work so as to get from it its fullest meaning and thereby make no mistake in the presentation of any subject. To concentrate the mind in every instance means a successful completion of every task undertaken. It goes without question that such qualities in the teacher will make pupils take a delight in the thorough preparation of their work.

Patience

Patience, unfaltering patience, has won the victory for many a teacher. How often has a teacher labored hard to present a lesson, only to return and find no good results from the effort. The teacher may not always be at fault. Some child may have grasped every detail, another under the same instruction, not even the larger facts; but we all know that not all children are equal in the ability to comprehend. The conditions that enable one to learn may not have been so advantageous for another. It is not wise to become disheartened and scowl over the apparent failure of a child. The teacher would fail if the same conditions hindered him. If the teacher, after being sympathetic and taking into consideration the environment of the child, then discovers indifference to studies, the time may have come for firmer methods, but even then patience will go a long way in obtaining results.

The Teacher’s Social Life

Another perplexing matter, hardly avoidable by the teacher, but a factor that usually has a marked effect upon his work, is his social life. Just how far is it safe to enter into the social life of the community? Should a teacher share in the social life of his patrons? Yes. Carefully discriminate how far this social activity may extend without harming a teacher’s influence. A teacher must take interest in the social life of a community, so as to harm no one, not even himself, and improve the community life about him. Into some homes he can not go, but he must not ignore or look down upon such homes. He must _show_ preference to none. Otherwise his visits to certain homes will involve him in endless gossip. Then, above all, it is a safe rule, whenever and wherever he enters social life, to say nothing about his pupils, his school work, or his patrons. Some unthinking person may repeat what he has said, and not intentionally misconstrue his statements, thus causing him trouble and weakening his influence. It is safer and far better to make no remark at all about any individual if one can not say something good.

Treating All Alike

A teacher must be friendly to all, even though some are far beneath him socially and others may spurn his friendship. His greetings should be the same to all. Often a teacher discriminates against the outcast and thus earns for himself the reputation of being proud. To be friendly to all does not mean that one must be an associate of the outcast. It is a matter of expediency to treat all alike so that one’s influence may work for good and the uplift of the masses.

A True Leader

It is evident from the foregoing requisites of the teacher that if he can acquire all the qualities set forth, he is a teacher who has himself under control and can, first of all, discipline himself—a condition that is necessary if the teacher expects to control and discipline those under his tutelage.

“The well-trained man is the man whose mind is stored with a fund of varied knowledge which he can promptly command when the necessity for it arises; he is the man who can keep his attention upon the problem in hand as long as necessary, and in the face of distraction; he is, moreover, the man who, having paused long enough to see the situation correctly and to bring to bear upon it all the relevant knowledge he possesses, acts thereon promptly and forcefully.”[7]

Can he square up to every qualification? If so, he will be a true leader and teacher. It may seem discouraging to be required to measure up to so many requisites, but after all they will insure true contentment and happiness—those qualities that come only to the really prepared—and lasting success will most certainly crown the efforts of such a teacher.

While it is true and right that every teacher should demand his wages, still, it is almost a crime for a teacher to measure his services by the amount of his remuneration. The _true_ teacher’s services are rewarded by the good he has done, by the useful lives that have grown under his beneficent teaching, by the services rendered, by men and women, who as boys and girls, have felt the influence of his life. Such a reward is never ending. The good sown in one life will transplant itself into another and another long after the teacher has received his final reward. The teacher’s recompense is not measured by dollars and cents, but by the good done to humanity.

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Footnote 7:

Angell, Psychology, p. 438. Holt.

Summary

1. The teacher’s is the noblest of all professions.

2. The teacher’s service is a service to mankind, moulding the child life, thereby shaping the destinies of coming generations.

3. The teacher must have the right motive for teaching. His motive must be true service to mankind. Should he not have such a motive, he should leave the profession.

4. The teacher must be thoroughly prepared—his knowledge must be fresh and ready for use. This will enable him to win the confidence of his pupils and lessen the necessity for discipline. In other words:

(a) He must be educated and trained in a Normal School, having at least one year of such training. A college education, while not absolutely necessary, is a very great asset.

(b) He must be a lover of Nature. That is, he should have a profound interest in all the phenomena of Nature.

(c) He must be a student of psychology since it is a needful adjunct to the teacher’s education. It is an interpretation of human nature; consequently, it has value in understanding child life. A teacher should read good texts in psychology every year.

(d) He must be a student. He should always work over his lessons and read in subjects related to the work in hand.

(e) He must be a reader of good books bearing upon the many phases of learning. Fiction and poetry are real aids to a teacher’s preparation.

(f) He must not be superficial. If he follows slavishly books on method, he is shallow. Such books are intended to suggest only. The discreet teacher improves by every suggestion.

(g) He must be a reader of the daily paper, the magazine, and the teacher’s paper. They are a part of his educational equipment. Only the best should be read, and they not to the exclusion of other literature.

5. A teacher must possess the ability to teach. Ability includes a natural fitness as well as scholastic preparation.

6. The first and greatest requisite of the teacher is morality. Its simplest definition shows that it deals with the rightness or wrongness of any action. Those actions are immoral that are followed by evil or demoralizing results. A partial list of these follow and should be labeled, “Don’ts for the Teacher.”

(a) Intoxication, fighting, gambling, visiting places of doubtful character, associating with persons whose characters are suspected, violating the laws, breaking the Sabbath, swearing, blaspheming, cheating, falsifying and lewd conduct are immoral acts about which there can be no question.

(b) The use of tobacco in any form is immoral. This is true, because only evil results follow in many cases.

(c) Gossiping and loafing are evils for anyone. The teacher should avoid them.

(d) The street-corner gang or the low-minded crowd are not fit for the teacher’s company. He should avoid them.

(e) The so-called social gatherings are often hotbeds for gossip. When they are such, men and women teachers do well to avoid them.

(f) “Smutty” stories, vicious “yarns” and senseless stories as well as slang are objectionable. The teacher should avoid them.

(g) Attempts at humor at the expense of an auditor should be avoided.

(h) Tell no falsehood; act no falsehood.

(i) Associate only with those whose influence is for good. Unmarried teachers can not be too thoughtful as to the extent of their associations, with even the best of the opposite sex. It often weakens influence and breeds unrestrained “courting” in the upper grades and the high school.

(j) A teacher should avoid idleness. Duties outside of school hours will be recreative.

(k) The modern dance, public or private, must be avoided by the conscientious teacher.

(l) Card playing, pool and billiards are immoral. They lead to gambling. A teacher’s influence may cause someone else to gamble. Checkers, chess, dice, and other “time killers” should be practically avoided by the teacher. Use leisure time in reading good books, or in out-of-door exercise. Richer returns will accrue.

(m) Intemperance includes much. The teacher should investigate its province and refrain from _all_ intemperance.

(n) The teacher must be honest in the strictest sense. Honesty implies trustworthiness in dealings, trustworthiness in business, trustworthiness in all other conduct, sincerity, truth, uprightness, honor, integrity, justice, chastity, decency, propriety, virtue and frankness. Each is so patent that it needs no discussion.

(o) A teacher must always hold his temper in restraint.

(p) A teacher can not afford to meddle in the affairs of others.

(q) A teacher should not make fun of the poor, the needy, the weak-minded, the crippled, the aged, the peculiar, the poorly dressed, the tramp, the gypsy, the prisoner, or even the intoxicated.

(r) Often a teacher’s moral attitude is revealed by his attire. Neat and cleanly attire is required of a teacher.

(s) A teacher cannot afford to dress foppishly.

(t) A teacher’s conduct away from home should always be as good as when at home.

7. No teacher can rightfully teach a moral code if he is repeatedly guilty of any immoral act, open or hidden.

8. Often an immoral teacher seems successful; but his work is unstable and cannot last. No young teacher should let such show of success influence him in the least.

9. Morals and religion should not be confused. Morality is a condition of religion. It does not follow that one who claims to be religious practices good morals.

10. An important qualification of the teacher is that he must love all that is good and beautiful. He must have an æsthetic appreciation. That includes a love for all in Nature as well as the arts of man.

11. A teacher must love children. They are the most significant of all God’s creations.

12. No teacher should worry. To do so undermines health.

13. Do not cease to do good because of criticism; very often it means that the act criticised is worth while.

14. Common sense, often called tact, is a teacher’s much needed qualification.

15. Every teacher who wishes to accomplish the greatest good, will enter into the child’s life. Live on a level with the child. That means taking part in the child’s joys and sorrows, his work and play.

16. Athletic education is necessary for every teacher. It has a two-fold value. It is a health promoter. It aids in discipline.

17. A teacher needs to be happy-minded, young in spirit and gentle in manners.

18. Responsibility should be felt by the teacher.

19. In every activity—in every crisis—the teacher must be fearless. He must not be dependent upon some one else’s decisions but use his own judgment and make his own decisions.

20. The teacher must possess the ability to discriminate, and to form clear and quick judgments.

21. A teacher’s room at his boarding house or his home should be neat and well kept.

22. The gospel of work is safe for the teacher whose efforts are to be crowned with success.

23. It is necessary for health’s sake to take daily exercise out-of-doors.

24. A teacher must keep in good health. An unhealthy teacher has no business in the school-room.

25. System and order are qualifications of the teacher that make for success.

26. A prudent teacher will use studied methods and plans, and not let the occasion suggest the procedure. Avoid teaching according to method books and teachers’ papers only.

27. Concentration of mind and purpose are essential to the successful teacher.

28. Patience is a requisite for every teacher’s work.

29. A teacher should be religious. Refrain from talking religion in the school-room. Attack no pupil’s religion. Sunday School can be attended, with profit, by the teacher. He should judge for himself whether or not he should teach a Sunday School class.

30. The teacher must exercise care as to the extent of his social activities. He should not exclude himself from social gatherings, but should use great caution about what he says of others.

31. Finally, the teacher must be a true leader. His reward must not be measured in dollars and cents, but by results from service rendered.